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Just Give Them What They Want? Service Delivery in the New Millennium PowerPoint Presentation
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Just Give Them What They Want? Service Delivery in the New Millennium
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  1. Just Give Them What They Want? • Service Delivery in the New Millennium • Tom Merrell-Director, Student Disability Services (SDS) • Barbara Zunder- Associate Director, SDS • Charlene Lobo Soriano- Part-time Faculty • Shona Doyle- University Advisor, Dean’s Office • Brooke Bassett- Alumna, School of Nursing

  2. Overview • Service delivery process • Identifying and building key alliances • Self-care strategies • Q & A

  3. Who are we?

  4. Service Delivery Process

  5. Intake Procedures • Building rapport • Everyone has a story • No Assumptions • Meet students where they are • Maintaining rapport • No one approach Take away: rapport building, trust, buy in

  6. Eligibility • New documentation guidelines • Identify needs

  7. Documentation: The “USF Approach” • Gather what you can – but don’t over-rely on it • We discriminate – in a good way • Consider history of accommodations • Consider giving provisional accommodations when necessary/appropriate • Follow through/follow up • Take Away: Documentation is one piece of a larger puzzle, Don’t under-rely on clinical judgment

  8. Determining Accommodations • Gathering & sharing information as needed • Barriers? • Practical, common sense clinical judgment • Foster full inclusion/getting back “in the game” • Take away: trust yourself as an expert

  9. Why Believe Us? • Good for the student • Mutual respect • Self-advocacy skills • Good for the school • Retention rates

  10. Identifying and Building Key Alliances • “Intentional Informality” • Be consistently cheerful and “nice”i.e. the “Nordstrom Way” • Create an atmosphere of helpfulness and professionalism • FISH philosophy • Take Away: Begins with YOU. Attitude is everything.

  11. Identifying and Building Key Alliances • Practical strategies for working with faculty and staff • Divide and conquer/relationship building • Respecting expertise, responsibilities and processes • Interact with them in other environments

  12. Working with Faculty • Honesty and openness • Respect the process and build the relationship • Have those “difficult conversations”

  13. Faculty Approaches to Student Disability Services • How I Roll • Teach • Program Director • University Advisor

  14. Consultations with Student Disability Services • Improve the Classroom Experience • Cross Check Concerns • Refer Students

  15. Ease of Services and Seamless Collaboration • Defines the experience • Provides Context • Models Relationship

  16. Case Studies • As a teacher • As a Program Director

  17. Return on Investments

  18. Key Collaborative Areas • Academic Departments • General Counsel • Counseling Center • Housing • Dean’s offices • Financial Aid • Judicial Affairs

  19. Conflict Resolution • Gathering/sharing information • “Generous Transparency”

  20. Self-care Strategies • Personal • Within the team (if applicable) • Within the greater community

  21. Self-Care Strategies: Personal • Stay positive/cheerful (AGAIN??) • Take pride in YOUR successes • Take time for yourself • Leave your work at work • Take away: Be cheerful – or at least fake it until you make it. Get out of the office.

  22. Self-care Strategies: Within the Team • Weekly check-ins • Group approach to difficult cases • Book club/research/journal articles/case law • Retreats • Happy Hour • Take away: Support each other. And get out of the office.

  23. Self-care Strategies: Within the Greater Community • Finding “champions and allies” • Realize that we are all on the same team • Look outside the university • Take away: seek support wherever possible

  24. In Conclusion… • Service delivery and building alliances is an on-going process • Consistency + Good Habits = successful DS office management

  25. Thank you! • Questions? • Feel free to contact: • Tom Merrell: merrellt@usfca.edu • Barbara Zunder: bzunder@usfca.edu • Charlene Lobo Soriano: lobo@usfca.edu • Shona Doyle: doyles@usfca.edu • Brooke Bassett: